Michael J. Ward, PhD NSTTAC Institute May 2010

1. George Washington University’s Transition Special Education Distance Education Certificate Program Michael J. Ward, PhD NSTTAC Institute May 2010

2. Coursework responds to legislative mandates: • The IDEA Amendments of 2004 (P.L. 108-446) mandate transition services which include on-going assessment, curriculum planning, and collaboration • Amendments to the Rehabilitation Act, P. L. 105-220, encourage State rehabilitation agencies to coordinate with public schools and provide transition services for youth as early as possible and as part of their Individualized Plan for Employment (IPE)

3. Incorporates National Standards: • Transition Guideposts of the U.S. Department of Labor National Collaborative on Workforce & Disability for Youth (NCWD-Youth) - http://www.ncwd-youth.info/guideposts • CEC’s Transition Specialists Competencies - http://www.dcdt.org/factsheets/DCDT_Fact_Sheet_Compentencies_3.pdf

4. Target Audience: • Education Professionals including transition specialists and secondary special educators • Professionals working in vocational rehabilitation settings • Vocational Evaluators, Career Assessment Specialists, and Career Counselors • School Counselors and Social Workers • Youth Development and Services Personnel • Related Services Personnel • Advocates- e.g., parents

5. Program Delivery: • Four courses equaling 12 credits • Uses the Blackboard online learning system • Content is delivered through assignments, weekly reading and an asynchronous discussion of questions. (Asynchroncity allows participants to respond at their own convenience.)

6. Unique Program Features: • Leadership Component – a ‘train-the-trainer’ approach. • Self-Determination and Empowerment Philosophy - the belief that students with disabilities must have input and take control of their transition planning • A Strengths-Based Youth development framework - incorporates developmentally responsive practices for adolescents and employs strategies for youth leadership and positive talent development.

7. Specific coursework:Introduction to Career, Vocational, and Transition Services An overview of programs and services for youth with disabilities based on Kohler’s taxonomy that focus on career, vocational and transition services, including employment, personal and social skill development, and community living.

8. SPED 230: Vocational Assessment This course explores: (a) the purposes, processes, and need for career and vocational assessment and evaluation; (b) how assessment serves as catalysts for improving access and success in the transition, career, and vocational preparation; (d) community-based assessment, (including situational assessments), commercial assessment instruments and systems; and (e) uses of assessment strategies, and instruments across transition domains.

9. SPED 255: Interagency Collaboration This course explores and analyzes the role and structure of interdisciplinary and interagency service coordination in special education, adult, and human services. It examines the ideas, philosophies and principles that have stimulated and guided a movement toward interagency partnerships and shared responsibilities among all agencies involved in transition as well as provides an overview of their services and eligibility requirements.

10. SPED 233: Curriculum in Transition Special Education • Intended for School-based personnel • This course prepares teachers to have a deeper understanding of students’ learning; to select appropriate and develop meaningful curriculum; to utilize various effective teaching strategies; and to assess students in a useful and purposeful manner that illustrates the connection between school and life.

11. SPED 235: Employment Models for Individuals with Disabilities • Intended for Agency-based personnel • The course focuses on policies, principles and processes involved in job development, job modification, placement, supported employment, and post-placement services. It is designed to provide the knowledge skills needed to actively facilitate or manage career exploration, internship, job development and placement processes.

12. Technology requirements: Participants must have: • Access to a working computer • Regular access to the internet • A basic understanding of the internet and computer operations • A familiarity with word processing

13. Advantages of Distance Education • Multi-Disciplinary and Multi-Regional Interaction – promotes an exchange of knowledge among a wide-range of professions across school districts and states. • Multi-Directional communication –Instructor and students are responsible for sharing information and promoting learning. • Promotes active learning – Seminar-like classes rather than strict lecture. Students present it local practices and relevant web-based information through weekly discussions.

14. Advantages of Distance Education (cont.) • Asynchronous – Students access the information at the best time for them. • Cost – Tuition is often much less than on-campus rate. • Convenient – No travel time and expense; no dress code.

15. Disadvantages of Distance Education • Time consuming – students are advised to spend up to 8 hours each week on the course requirements, readings, and weekly assignments. • More participatory – Students must log-in each week and be involved in the discussions. • Labor intensive – Students and instructor communicate primarily by typing.

16. Disadvantages of Distance Education (cont.) • No personal contact – Can’t put a face with a name. • Someone pays – These are tuition generating programs. • “My dog ate my computer right after grandma died” – Innovative information delivery systems produces innovative excuses for not completing assignments.